The Psychological and Emotional Effects of The Limited Societal Roles of Persons With Disabilities in Molino, Bacoor City, Cavite (2018) PDF

De La Salle Medical and Health Sciences Institute i
SPECIAL HEALTH SCIENCES SENIOR HIGH SCHOOL
THE PSYCHOLOGICAL AND EMOTIONAL EFFECTS

OF THE LIMITED SOCIETAL ROLES OF
PERSONS WITH DISABILITIES IN
MOLINO, BACOOR CITY, CAVITE
A Research Paper
Presented to
The Faculty of the Special Health Sciences Senior High School
De La Salle Medical and Health Sciences Institute
City of Dasmariñas, Cavite
In Partial Fulfilment of the Requirements in

Research In Daily Life I
MARY ELIZABETH A. GARAY

MARI ANNE ESTEFANI G. GUERRA
JERICHO DANIEL D. IGDANES
IRIZH CHRIZTEIN M. UMALI
May 2018
De La Salle Medical and Health Sciences Institute ii
DISCLAIMER
Due to time constraints and other extraneous factors, the research papers of
the Grade 11 students for AY 2017 – 2018 were not presented to a panel. As such,
this paper is merely a report of the qualitative investigations conducted by the student
authors. It did not undergo meticulous consultations and may include multiple errors.
Any hardbound copy or uploaded file of this research paper exists merely for
nostalgic or recording purposes. It may not be suitable for use as a proper reference in
any full-blown research papers. Any errors in this paper are the result of the students’
lack of experience during the time of writing.
In particular, the term “handicapped” may now be deemed unsuitable for use
in the field of medicine. The researchers do not intend to offend anyone in any form
or manner. The conclusion and findings are not as fine tuned as subsequent papers
from these authors, and this work is not indicative of their current skills as
researchers.
Despite this, the student authors wish all readers to continue their research in
the field of mental health, particularly in the living conditions of PWDs. It is through
continued research that we find solutions to pressing problems in the community.
Thank you.
De La Salle Medical and Health Sciences Institute iii
ABSTRACT
This phenomenological study of persons with disabilities (PWDs) in

Molino, Bacoor City, Cavite aims to identify the psychological and emotional
effects of living with such conditions and the resulting limited societal roles.
Findings were categorized into four: psychological effects, emotional effects,
social roles, and general. Themes from a related study by Goodley, Liddiard and
Runswick-Cole (2017) were incorporated (invalidation, alienation and gathering).
These were abbreviated as INV, ALI and GAT and attached to the identified
effects. Results showed that interactions with family members and friends
psychologically help the individual. The researchers noted that due to their
isolated lifestyles, the respondents did not have any negative experiences that
affected them emotionally. In terms of societal roles, more than half were
contented with having a restricted set of options for careers and jobs. They also
complained about ineffective government programs and inequality. Moreover,
majority of the respondents’ answers have proven that a constant support system
helped improve the quality of their lives. It is recommended for the family and
peers of the disabled individuals to communicate frequently with them. This
affirms love and care and improves their emotional state; it is also recommended
for the government to provide better programs and necessary benefits for this
marginalized group.
Key Terms: disabled, persons with disability, invalidation, alienation, gathering

De La Salle Medical and Health Sciences Institute iv
ACKNOWLEDGMENTS
This research would not have happened without the support of the De La
Salle Medical and Health Sciences Institute. We thank our professors from the
Special Health Sciences Senior High School, particularly our subject instructor,
Ms. Irma M. Peñalba.
Their input and support significantly supported the research, and their
insights on the topic further fueled our desire to work in the field of the health
sciences. Any oversights are our own and should not tarnish the reputations of
these esteemed persons.
We thank the city officials of the Molino area, particularly those in the
Molino VI vicinity, for providing us assistance during the data gathering phase.
We thank all our respondents for their time, effort, and participation. Their
contribution to this study is truly valuable.
Certainly, we would also like to thank our friends and family members
who remained supportive all throughout the duration of the study.
Lastly, we would like to acknowledge the PWDs. We admire their
strength and perseverance in conquering the daily challenges that come with life.
To God be the glory.

De La Salle Medical and Health Sciences Institute v
TABLE OF CONTENTS
Title Page i
Disclaimer ii
Abstract iii
Acknowledgments iv
Table of Contents v
List of Tables vi
CHAPTER 1 INTRODUCTION
Background of the Study 1
Disability and PWDs 2
Disability and daily living 2
Psychological and emotional well-being 3
Societal roles 4
Statement of the Problem 5
Theoretical Framework 5
Significance of the Study 6
Scope and Limitations of the Study 8
Definition of Terms 8
CHAPTER 2 METHODOLOGY
Research Design 12
Population and Sampling 13
Respondents of the Study 13

De La Salle Medical and Health Sciences Institute vi
Research Instrument 14
Data Gathering Procedure 15
Data Analysis 16
CHAPTER 3 RESULTS AND DISCUSSION
Psychological Effects 19
Emotional Effects 20
Societal Roles 21
General 22
Conclusions 24
Recommendations 25
Cited References 27
Appendices
A. Informed Consent Form 36
B. Interview Transcripts 38
De La Salle Medical and Health Sciences Institute vii
LIST OF TABLES
Table 1. Changes before and after being disabled 17
Table 2. Effects, Theme, and Coding 18
Table 3. Emotional Effects 19
Table 4. Satisfaction with societal roles 21
Table 5. Satisfaction with government benefits 22
Table 6 Suggestions to government programs concerning PWDs 23

De La Salle Medical and Health Sciences Institute 1
CHAPTER 1
INTRODUCTION
1.1 Background of the Study
The well-known phenomena of the limitations among persons with
disability (PWDs) increased the interest of the researchers to further analyze the
various psychological and emotional effects of a specific disability on a person.
All throughout history, PWDs have been marginalized as a result of the physical
limitations stemming from their condition. Thus, society’s misconceptions of the
challenges that the PWDs may pose in school, the workplace or other parts of the
community have also been a prominent issue within society.
Social isolation among PWDs is common and much evidence proved the
various effects on these individuals. This identifies with the medical model of
disability which highlights the person’s condition and the limitations that come
with it. This perception results in lack of inclusion by means of prejudices and
biases (Smith, 2016).
Further studying disability and those experiencing such offers greater
understanding of chronic illness and the resulting economic and social
consequences in the lifestyle of disabled people and their families (Barnes, 2007).
1.2 Disability and PWDs
Persons with disabilities (PWDs) are individuals who have long-term
physical, mental and intellectual or sensory impairments with various barriers that
can hinder their participation in the community (United Nations, 2007). Disability
is defined as an umbrella term covering impairments, activity limitations, and
participation restrictions (World Health Organization, 2011).
Moreover, about 16 per thousand of the Philippine population had
disability, according to the 2010 Census of Population and Housing. Out of 92.1
million households in the country, 1,443 thousand persons or 1.57 percent had
disability (Philippine Statistics Authority, 2010).
1.3 Disability and daily living
Growing up with a disability is a form of life. Depending on the severity
of the disability, it may influence all aspects of life to different degrees. An adult
who, due to disease or trauma, acquires a disability, may have to change most
habits and everyday functions, including education and work. To understand this
life form, it is necessary to acknowledge that "disability" is a social and cultural
construct, which reflects a society's policy and practice towards people with
disabilities (Oliver, 2007). Amputated PWDs not only experience an alteration in
body structure, but a great impact on many activities, participation in activities
and quality of life (Burger & Marinček, 2009).

1.4 Psychological and emotional well-being
Having a disability has a negative impact on the psychological wellbeing
and general happiness of a person (Lewis & Stenfert‐Kroese, 2010). There is an
interactive association between having a disability and poor psychological
wellbeing (Basson, Rees, Wang, Montejo, & Incrocci, 2010).
In addition to having to cope with physical limitations and its impact on
social functioning, individuals have to adjust to the fact that they appear different
from other people (Horgan & MacLachlan, 2004). Limiting one’s functioning
greatly impacts the psychological and emotional state of an individual through the
presence of devaluation and degradation in family, relationships, work and to the
whole society. Adjustments are made for these individuals most especially in the
workplace, community and so on to be treated and to function normally without
any limitation. A study by West, Gandhi and Palermo (2007) states the need for
self-advocacy training and training for family members, caregivers and criminal
justice personnel with regards to interacting with these individuals.
The psychological and emotional state of a PWD are always intertwined
with one another since it greatly affects one’s quality of life. Having a certain
disability affects the thinking and emotions of a person which often leads to
depression, regression, blame and much more self-conflicts.

1.5 Societal roles
Societal roles are greatly affected in terms of lifestyle, source of living,
and most especially the quality of life. Having limited societal roles due to their
conditions pave the way for psychological and emotional changes.
Flannery and Faria (1999) see body image in a person as a dynamic
changing phenomenon, formed by feelings and perceptions about a person’s body
that are constantly changing. Self-perception of PWDs are altered which causes a
pessimistic body image and vanishing of social acceptance within the society.
Labelling is also one of the conflicts these PWDs need to face in order to be
socially accepted. One’s self-concept is greatly affected due to the compelling
societal standards of what a normal individual should look like and function.
This research paper focuses on the different cases and conditions of the
selected PWDs of Molino, Bacoor city, Cavite to facilely accumulate the data
needed for the research. The chosen location is the hometown of the researchers
wherein the data can be easily gathered through various sources of information
and connections within the community.
Social isolation or alienation is common among the PWDs of Molino,
Bacoor City, Cavite. Limited career options and societal roles are the evident
issues in the community with regards to having an impairment. Insufficient
government funds and benefits are offered for the PWDs. Thus, this research
paper will aid in understanding the psychological and emotional impact of these
limitations.
In the Philippines, the psychological and emotional state of the PWDs
have been extensively studied. However, former studies are not sufficient to
validate the effects of the limitations towards PWDs. Thus, additional studies
about the psychological and emotional state of the PWDs should be generated.
The objective of this research is to eliminate isolation and limitation
within the society for the PWDS. The research study benefits the family, peer and
community to attain social understanding and acceptance.
1.6 Statement of the Problem
The study seeks to answer the following questions:
1. What are the psychological effects of being a PWD?
2. What are the emotional effects of being a PWD?
3. What limited roles do PWDs have in the community?
4. How do PWDs feel about having their societal roles limited?
1.7 Theoretical Framework
This study incorporates themes from the theory of Goodley, Liddiard &
Runswick-Cole (2017). The theory presented three themes: invalidation,
alienation, and the gathering of people with life-limiting disabilities. Society often
shows sympathy and compassion when encountering PWDs (Scheier, Carver,
Schulz, Glass, & Katz, 1978), but these emotions do not necessarily imply a fully
positive reaction.
Disability is defined as the state wherein an individual seeks out
connection with others. It is necessarily affective and has the possibility to affect
and be affected (Fox & Alldred, 2015). Furthermore, the human subject is taken
apart, shifting from a focus on the disabled person to a recognition of societal
roles. The affective moment is found in the gathering of human relationships.
Also, disability can be described as being both centralized and decentralized.
Disability is centered on interdependency, due to the person’s inability to perform
a number of tasks. The built-up relationships then take away the emphasis from
the person, but to the reactions and relationships built around the state of
disability.
There is an abundance in studies that investigate emotions, collectively
known as “affect theory”, but ignores those with disability. Too often, disability is
seen as an object or product of science and technology instead of being a topic
that should be discusses and debated upon on (Goodley, Runswick-Cole, &
Lawthom, 2014). The theory then emphasizes that critical disability studies
should seek to break cultural norms that risk alienating disabled people.
1.8 Significance of the Study
The study will contribute to benefit the following:
Society. This refers to a large group of individuals sharing a common
interaction, territory or geographical, religious and culture. This research aims to
raise awareness on the psychological and emotional effects caused by the limited
societal roles of the PWDs. This study will not only contribute to their knowledge
of the problem, but also their understanding of the living conditions of these
individuals.
Country. This refers to an area that has its own government or army and a
whole population of people, the Philippines. The findings of the study will raise
the awareness of the Filipinos regarding the internal conflicts and emotions that
the PWDs experience.
Government. This is a group of individuals who lead and make decisions
for a region or country. The study will provide different responses on how
conducive or beneficial government-provided services and treatments are to the
PWDs. This can aid the government in producing programs and institutions
intended for the betterment of the individuals’ lives. The study will give way for
the acquisition of new knowledge concerning the problem, which may help in the
implementation of laws and programs with a sufficient budget that benefits
PWDs.
Institution or Agency Concerned. The study will give the institutions an
idea of the different psychological and emotional effects and widen the
understanding of the common conflicts encountered and limited societal roles
experienced by PWDs. The study may give way to the establishment of more
institutions and agencies that seek to improve rights and services for these
individuals.
Researchers and Research Community. This refers to a group of
individuals who are interested in conducting research about the life of PWDs in
the Philippines. This study will further help and contribute to the future
researchers, serving as a basis for further studies regarding the topic at hand. The
results and findings of the study will contribute to further research development in
the fields of medicine, psychiatry, psychology, and humanities, especially within
the Philippine setting.
1.9 Scope and Limitations of the Study
The study is limited only to the residents of Molino, Bacoor City, Cavite.
The study focuses to examine the psychological and emotional effects of the
limited societal roles of PWDs who have agreed to take part in the researchers’
study. The researchers are restricted to interview seven residents in Molino.
1.10 Definition of Terms
The following terms are defined by conceptual and operational
definitions. The definitions were obtained from Merriam-Webster (2018), unless
stated otherwise:
Alienation. The isolating, dehumanizing, and disenchanting effects of
working within a capitalist system of production (Crossman, 2017). The act of
isolation of individuals with a physical impairment affecting their roles in the
society.
Care. An action of being watchful or having a protective attention, or
concern towards an action or situation. A process of providing or attending the
needs of an individual.
Career. An occupation undertaken for a significant period of a person’s
life and with opportunities for progress (Simpson, 2016). An occupation of
profession taken by an individual for one’s lifework.
Condition. A state of being fit or the physical status of the body as a whole
(Dictionary of Cell and Molecular Biology, 2008). The physical or emotional
state of an individual towards life.
Disability. Continuing condition that is attributable to intellectual,
psychiatric, cognitive, neurological, sensory or physical impairment or a
combination of those impairments that restricts everyday activities (The Disability
Services Act, 1993). In this study, the physical impairment present in PWDs that
may interfere with the person’s ability to perform societal duties and may also
affect one’s psychological and emotional wellbeing.
Doctor. A qualified practitioner of medicine. A person who cures or treats
patients with their conditions and that provides any form of treatment.
Family. Any combination of two or more persons who are bound together
over time by ties of mutual consent (Vanier Institute of the Family, 2018). A
person or a group of people who is related to each other or come from the same
ancestor.
Emotion. A complex reaction pattern, involving experiential, behavioral,
and physiological elements, by which an individual attempt to deal with a
personally significant matter or event (American Psychological Association,
2018). A state of feeling with regards to the conscious mental reaction from a
psychological and behavioral change triggered by an action or experience.
Interaction. An occasion when two or more people or things communicate
with or react to each other. A conversation or exchange of ideas from one person
to another.
Invalidation. To make invalid: to weaken or destroy the cogency of. The
nullification of the effectiveness and/or value of something real. An act of
disapproving a legal force or existence.
Lifestyle. The typical way of life of an individual, group, or culture. The
habits or means of living of a disabled person. It is the psychological, physical,
economic and social environments which works harmoniously on a day-today
basis of a person.
Person with disability (PWD). A person who experiences psychiatric,
cognitive, neurological, sensory or physical impairment. This replaces the term
“handicapped”, which is now deemed inappropriate to use.
Psychology. It is the scientific study of the mind and behavior and a
multifaceted discipline which includes many sub-fields of study such areas as
human development, sports, health, clinical, social behavior and cognitive

processes (McLeod, 2011). A study of the functioning mind focusing on how the
mind and behavior of an individual affects one another.
Societal roles. The part people play as members of a social group in which
behavior changes to fit the expectations a certain role (McLeod, 2008). In this
study, it is a set of behaviors that are expected of someone who holds a particular
status. A part people play as a member of the society.
Society. A grouping of individuals, which is characterized by common
interest and may have distinctive culture and institutions (Anderson, 2008). An
organized group of people having a particular social system and is also associated
with their interest, norms and beliefs.
Stress. Refers to the sum of the physical, mental and emotional strains or
tensions on a person (Gale Encyclopedia of Mental Disorders, 2003). A strong
feeling of anxiety of a person caused by his or her environment.
Support. An act of helping or giving assistance to someone. A process of
giving encouragement and motivation to an individual.
Validation. The process of determining the degree to which a model is an
accurate representation of the real world from the perspective of the intended uses
of the model (AIAA G-077, 1998). In this study, it is an action of proving or
checking for accuracy whether it is real or not.
Workplace. A person's place of employment. Any or all places where a
particular work is done.

CHAPTER 2
METHODOLOGY
2.1 Research Design
The researchers conducted a phenomenological report focusing on the
quality of life of selected persons with disabilities in Molino, Bacoor City, Cavite.
The research gave emphasis on qualitative data detailing the psychological and
emotional effects of the PWDs’ limited societal roles.
The phenomenological study is an appropriate qualitative method,
combining methods such as interviews, documents, videos, or personal accounts.
Relying on the participants’ own points of view to provide understanding of their
provocations (Sauro, 2015), this approach is a “lived experience” of a
phenomenon (Waters, 2017).
The central structure of an experience is its intentionality, being directed
toward something, as it is an experience of or about a particular object (Stanford
Encyclopedia of Philosophy, 2018). Seeking to understand how the world is
established from the participants' point of view (Schwandt, 2000), the goal of this
research is to “arrive at a description of the nature of the particular phenomenon”
(Creswell, 2013). Thus, the primary aim is to describe, understand and interpret
the meanings of experiences of human life (Bloor & Wood, 2006).

2.2 Population and Sampling
The population of the study were the PWDs residing in Molino, Bacoor
City, Cavite. Non-probability convenience sampling was the sampling technique
that the researchers used to identify people from the chosen population. By using
this technique, the researchers no longer carry out rules governing how the data
should be collected.
The relative cost and time required to perform this research are small in
comparison to other techniques. The use of convenience sampling benefited the
researchers in terms of financial and geographical concerns. Unlike the volunteer
sampling method which requires a repeated or prolonged presence in the location,
the convenience sampling helped accomplish the acquisition of data in a single
trip.
2.3 Respondents of the Study
The researchers gathered data at Molino, Bacoor City to gather information
for the research in the following seven participants:
Respondent A. He was a former captain of the Senior Citizens’
Association of Soldiers Hills IV, Molino 6, Bacoor City, Cavite. It has been a year
since he was diagnosed with diabetes and experienced stroke, which rendered him
unable to walk properly and navigate using a wheelchair.

Respondent B. She was an office worker from Phase 2 of Soldiers Hills
IV, Molino 6, Bacoor City, Cavite. She was diagnosed with diabetes and her
sense of sight is affected. She uses a rollator to move around.
Respondent C. He was an overseas Filipino worker and currently resides
in Phase 4, Mary Homes Subdivision, Molino 4, Bacoor City, Cavite. His right
leg was amputated, and he uses canes/crutches to aid him in walking.
Respondent D. He is currently working in the Barangay from Phase 2 of
Mary Homes Subdivision, Molino 4, Bacoor City, Cavite. He was born with one
arm and no legs. He uses a wheelchair to accomplish daily tasks.
Respondent E. He was an office worker in Imus from Phase 2, Soldiers
Hills IV, Molino 6, Bacoor City, Cavite. He experienced stroke and partial
paralysis and uses a cane to walk.
Respondent F. She is from Phase 2, Soldiers Hills IV, Molino 6, Bacoor
City, Cavite. She experienced stroke because of hypertension. Now, she uses a
wheelchair to move around.
Respondent G. He is from Phase 1 Soldiers Hills IV, Molino 6, Bacoor
City, Cavite. He experienced a stroke and partial paralysis, rendering him unable
to walk normally.
2.4 Research Instrument
The research instrument that has been utilized is a formulated set of guide
questions. The questions are divided into four categories: psychological,

emotional, societal roles and general. These questions serve as a basis for how the
recorded face-to-face interview was conducted and was designed to obtain
required data from the respondents.
In formulating the instrument, the researchers utilized two general
questions, “What have you experienced in terms of the phenomenon?” and “What
contexts or situation have typically influenced your experiences of the
phenomenon?” (Creswell, 2013). These queries did not directly appear in the
instrument and were not used in the interview. However, they served as a
foundation for the finished set of guide questions. The guide questions were used
in the interviews, although modifications were made depending on the answers
and background data presented by the respondents.
Accommodations for the respondent and important social cues were a
factor in deciding the proper methods of inquiry (National Center on Disability &
Journalism, n.d.)
2.5 Data Gathering Procedure
The researchers collected data through an in-depth face to face interview
and used the gathered information for a phenomenological study. The researchers
visited different subdivisions in Molino, Bacoor City, Cavite. Within each
community, the researchers went to the houses of the PWDs. The approval of the
respondents was formalized through voluntary signing of the informed consent
form. The researchers interacted with the participants using guide questions and
noted the answers through filed notes and voice record. A meeting was held at the
school library to discuss the gathered information and to share findings,
observations, and analyses. The researchers verified the data gathered with the aid
of a psychometrician. Thus, the researchers have created a conclusion based on
the findings. All the procedures were documented for precise and well-defined
results.
2.6 Data Analysis
In analyzing the data, the researchers also grouped the results into four
categories: psychological, emotional, social (societal roles) and general. This
follows the research instrument used to interview the respondents. Through the
categorization of questions and gathered data, the observation and analysis of data
was made more convenient. Themes from the study of Goodley, Liddiard &
Runswick-Cole (2017) were also employed. These are invalidation, alienation and
gathering of people (abbreviated as INV, ALI and GAT). These were attached
onto the codes for the effects stated by the respondents. A similar data
presentation technique was used by Allen J. Heindel in his study “A
Phenomenological Study of the Experiences of Higher Education Students with
Disabilities with Online Coursework” (2014).

CHAPTER 3
RESULTS AND DISCUSSION
This chapter presents the results of the phenomenological data analysis.
This includes the discussion and interpretation of gathered data and answers to the
specific problems of this study. The three themes of Goodley, Liddiard and
Runswick-Cole are incorporated in the analysis and coding.
3.1 Psychological Effects
Changes before and after being disabled
Answer Quantity
No change in interactions with
people before and after being 4
disabled
(NE)
Noticed a change in interactions
with family, friends, community 3
and other people (CH)
Table 1: Changes before and after being disabled
Four out of seven respondents noted that they did not experience any
change as to how they were treated before they were rendered disabled (NE).
However, two respondents noted changes (CH). In particular, respondent F stated
that there are instances in which platonic relationships have been affected by
being sensitive or temperamental (INV-STR). Respondent G states that when
interacting with family members and friends, asking for favors became more
difficult.
Respondents A, C, D and E have stated that their friends, family members
or significant others have expressed their support and care for them (GAT – SC).
Effect Theme Coding
Sensitive and Invalidation INV – STR
temperamental
relationships (STR)
Family members and Gathering of people GAT – SC
friends show support and
care (SC)
Isolation to households Alienation ALI – IH
(IH)
Table 2: Effects, Theme, and Coding
Based on notes and audio recordings of the interviews, the researchers
found out that GAT – SC helps the disabled cope with stress brought about by
their condition. With regards to lifestyle, the researchers noted that disabled
individuals tend to stay inside their houses (IH). IH results in minimal interaction
with the outside world. This affirms the study “Persons with Disability (PWD) in
Rural Philippines: Results from the Field Survey in Rosario, Batangas” (Reyes,
Tabuga, Mina, Asis, & Datu, 2010). The study claims that there is a lack of
awareness and participation that stem from not having the change to go out and
mingle with other people. Derly Obtial’s 2014 study is also upheld by the research
findings, as her study states that social participation among PWDs is not only
hindered by health problems but also the fact that their days are mostly spent at
home. This is reflected in the findings gathered by the researchers.
However, these research findings negate the study of West, Gandhi and
Palermo (2007). Their studies concluded that abusers of PWDs tend to be known
(such as family members), rather than strangers. However, the findings of this
research show that the interaction with family members and friends help the
PWDs, rather than becoming a burden.
3.2 Emotional Effects
Action Theme Coding Quantity Did it bear
any
emotional
effects?
Bullying Invalidation 1 Yes

(negative)
INV – BUL
Harsh Invalidation 2 Yes
comments (Respondent
G; negative)
No
(Respondent
D)
Familial Gathering GAT – SC 5 Yes (positive)
support
Table 3: Emotional effects
For this category, only one out of the seven respondents noted negative
effects towards his emotions. Respondent G stated that friends bullied him after
he was rendered disabled. Respondent D uttered that although he has heard some
harsh comments, it bears no effect on his emotional state.
Once again, the researchers found out that due to ALI – IH, they have no
experiences regarding harsh comments or humiliation in public. This once again
affirms the study by (Reyes, Tabuga, Mina, Asis, & Datu (2010).
As stated above, familial support (GAT – SC) has a positive effect on the
participants. In connection with the emotional aspect, respondent D noted that his
mother’s intervention allowed him to disregard any harsh comments he hears
from other people. Respondent A notes that the people in his community have
remained caring, and respondent C stated that his wife supports him. Respondent
A, D, E and F have also shared positive experiences with interaction involving
family, friends and the community.
Respondent G however, stated that he has heard harsh remarks and
experienced an altercation with a co-worker. This finding affirms the study of
Junfei Lu (2014), which claims that although most people now express positive
attitudes towards PWDs, there is still remaining negative connotations about
disability.
Overall however, the researchers determined that there have not been
significant instances of emotional or verbal abuse towards the disabled. This
statement is rooted in the research findings gathered, which shows that only 1 out
of the 7 participants have experienced discrimination or humiliation in public.
3.3 Societal Roles
Satisfaction with limited societal roles
Answer Quantity
Satisfied (Y) 4
Unsatisfied (N) 3
Table 4: Satisfaction with societal roles

The responses generated were varied. Respondents B and D were satisfied
with the limited career paths and options that they have to choose from. In
particular, respondent D enjoys the career he has, saying that he prefers it to
staying at home.
Respondents C and G are aware that their condition limits the amount of
jobs they play but are overall still contented with the paths available to them.
Thus, four out of the seven respondents are contented with the limited
societal roles they have.
Respondent A stated that he misses the workplace, as he has not been
working since he experienced his condition. Respondents E and F are not satisfied
with the limitations imposed on their careers and jobs, with respondent E noting
how there is still a wide range of career options for the disabled in other countries
such as the United States.
This affirms the study of Mina (2013) which states that the quality of
employment of PWDs in the Philippines still needs improvement.
3.4 General
Satisfaction with government benefits
Answer Quantity
Satisfied (Y) 3
Overall suggestions
Improved distribution of Upgraded government
subsidized medicine (MED) programs (UGP)
Bettered aid for basic Increased subsidy (SUB)
necessities (BN)
Equality (EQU)
Unsatisfied (N) 4
Tables 5 and 6: Satisfaction and suggestions to government programs concerning PWDs
Respondents A, C, D and E have expressed dissatisfaction with the
benefits that they receive from the government. Respondent C stated that
government-subsidized medicine is not enough for those in need. Respondent D
said that the government should also improve their aid for basic necessities.
Respondent E specified that PWDs tend to purchase things for themselves without
the aid of the government.
Respondents B, F and G are all satisfied with the benefits they receive
from the government.
With regards to the suggestions they have for the improvement of
treatment towards the disabled, the respondents asked for equality and better
government programs.
3.5 Conclusions
Based on the findings of this study, the following conclusions can be
drawn.
First, changes in lifestyle of the PWDs can be related to ALI – IH. Limited
interaction with the outside environment can be attributed to this phenomenon.
This is also a factor in the lack of negative emotional effects to the respondents.
ALI – IH resulted in an absence of harsh comments or public humiliation. A
number may experience INV – BUL, but the findings still show that this bears no
significant impact. GAT – SC also helped the disabled individuals maintain a
positive outlook in life.
PWDs are also aware of the limited careers and job options they have.
Still, majority are satisfied with what they can apply for. The respondents also
stated that societal role limitations are not only present in career or job options
offered, but also in interactions with the community and at home. Moreover,
government programs for the disabled do not provide enough benefits. Additional
privileges should be given to these disabled individuals, most especially regarding
BN and MED. UGP and EQU for the disabled should be a primary goal in order
to achieve the betterment of this group’s living conditions.
Thus, this study affirms the research of Barnes (2007), that studying the
disability of disabled individuals offers greater understanding of chronic illness
and the resulting economic and social consequences in the lifestyle of disabled
people and their families. Also, the findings uphold the study of Reyes, Tabuga,
Mina, Asis, & Datu (2010), which claims that a lack of outside interaction (in
thios study, ALI – IH) results in the absence of awareness of negative
connotations. In addition, the study of Junfei Lu (2014) is also asserted by the
results, as respondents claimed that there are still negative notions present with
regards to disability.
3.6 Recommendations
Based on the findings and conclusions presented, the following
recommendations are raised by the researchers.
• Activities that address the problem of the disabled being confined
within their homes. Sports activities (such as regional Paralympic
games, which promotes GAT – SC), seminars and the like are
examples of such.
• Better implementation of government programs is also recommended.
In particular, programs involving the distribution of basic necessities
and medicine should be improved.
• The use of educational conferences in order to further educate the
public about the psychological and emotional implications of their
actions towards the disabled.
• Comprehensive recording and census in local government units easier
identification of PWD residents.

• For future researchers, a similar study may be conducted in order to
provide a more specific and detailed depiction of the psyche and
emotions of the disabled. Questions that are precise and distinctive
may be used in future research instruments, in order to generate
unambiguous responses.
o The guidance of a psychometrician in dealing with such a
delicate subject matter is advised.
o Another aspect that may help is the use of interview questions
that target statements of the problem more directly.

REFERENCES
Abrutyn, S. (2019). Toward a General Theory of Anomie The Social Psychology
of Disintegration. European Journals of Sociology, 109-136.
Albert, P. (2015). Why is depression more prevalent in women? Journal of
Psychiatry and Neuroscience, 219-221.
American Institute of Stress. (2018). What is stress? Retrieved from The
American Institute of Stress: https://www.stress.org/what-is-stress/
Andrea, H., Bültmann, U., van Amelsvoort, L. G., & Kant, Y. (2009). The
Incidence Of Anxiety And Depression Among. Depression and Anxiety,
1040-1048.
Blaivas, A. J., & Nelson, G. A. (2018). Managing Work-Related Stress. Retrieved
from University of Rochester Medical Center:
https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid
=1&contentid=2882
Bonde, J. (2008). Psychosocial factors at work and risk of depression: a
systematic review of the epidemiological evidence. Occupational and
Environmental Medicine, 438-445.
Bornstein, M. (2018). The SAGE Encyclopedia of Lifespan Human Development.
Thousand Oaks, CA: SAGE Publications, Inc.
Borrelli, I., Benevene, P., Fiorilli, C., D'Amelio, F., & Pozzi, G. (2014). Working
conditions and mental health in teachers:. Occupational Medicine, 530-
532.
Caudroit, J., Boiché, J., Stephan, Y., Le Scanff, C., & Trouilloud, D. (2011).
Predictors of work/family interference and leisure-time physical activity
among teachers: The role of passion towards work. European Journal of
Work and Organizational Psychology , 326-344 .
Cherry, K. (2014, June 19). Erikson’s Eight Stages of Psychosocial Development.
Retrieved from Explore Psychology:
https://www.explorepsychology.com/psychosocial-development/
Cohen, B. M. (2016). Psychiatric hegemony: A Marxist theory of mental illness.
Springer.
Cujipers, P., Clignet, F., van Meijel, B., van Straten, A., Li, J., & Andersson, G.
(2011). Psychological treatment of depression in inpatients: a systematic
review and meta-analysis. Clinical Psychological Review.
Curtis, D., & Kelley, L. (2017). Understanding Abnormality: “A Look at Crazy”.
Kendall Hunt Publishing.
da Rocha, L. M., Behlau, M., & de Mattos Souza, L. D. (2014). Behavioral
Dysphonia and Depression in Elementary. Journal of Voice.
De La Cruz, J. N., & Mocon-Ciriaco, C. (2018, August 26). Suicide of teachers,
children prompts call for govt action. Retrieved from BusinessMirror:
https://businessmirror.com.ph/suicide-of-teachers-children-prompts-call-
for-govt-action/
de Vries, G., Koeter, M., Nabitz, U., Hees, H., & Schene, A. (2012). Return to
work after sick leave due to depression; A conceptual analysis. Journal of
Affective Disorders, 1017-1026.
Department of Education - Region IV-A. (2018, September 20). DepEd Cavite.
Retrieved from https://depedcavite.com.ph/wp-
content/uploads/2018/09/RM-550-2018_.pdf
Dilekmen, M., & Erdem, B. (2013). Depression levels of the elementary school
teachers. Procedia - Social and Behavioral Sciences, 793-806.
DiMauro, S. (2016). Study Finds Education Industry Has Average rate of
teachers with Depression. Retrieved from Education World:
educationworld.com/a_news/study-finds-education-industtry-has-average-
rate-of-teachers-with-depression-2074928826#
Doyle, G. C. (2018, December 12). Work Related Stress – 6 Common Causes.
Retrieved from EazySAFE: https://eazysafe.com/blog/stress-
management/work-related-stress-common-causes/
Esguerra, D. J. (2018, August 27). DepEd urged to lighten teacher workloads
following suicide reports. Retrieved from Inquirer News:
https://newsinfo.inquirer.net/1025288/deped-urged-to-lighten-teacher-
workloads-following-suicide-reports
European Agency for Safety and Health at Work. (2014). Calculating the Cost of
Work-Related Stress and Psychosocial Risks. Bilbao, Spain: European
Agency for Safety and Health at Work.

Fink, G. (2016). Stress: Concepts, Cognition, Emotion, and Behavior: Handbook
of Stress Series - Google Books. Academic Press.
Finley, T. (2018, August 17). Teaching with Depression. Retrieved from
Edutopia: https://www.edutopia.org/article/teaching-depression
Finley, T. (2018, August 17). Teaching With Depression | Edutopia. Retrieved
October 13, 2018, from https://www.edutopia.org/article/teaching-
depression
Gorsy, C., Panwar, N., & Kumar, S. (2015). Mental Health among Government
School Teachers. The International Journal of Indian Psychology.
Kamenov, K., Mellor-Marsá, B., Leal, I., Ayoso-Mateos, J., & Cabello, M.
(2014). Analysing Psychosocial Difficulties in Depression: A Content
Comparison between Systematic Literature Review and Patient
Perspective. BioMed Research International.
Keating, D. (2017, September 16). What It Really Means to Be a Teacher With
Depression | The Mighty. Retrieved from The Mighty:
https://themighty.com/2017/09/what-it-really-means-to-be-a-teacher-with-
depression/
Kinser, P. A., & Lyon, D. E. (2014). A conceptual framework of stress
vulnerability, depression, and health outcomes in women: potential uses in
research on complementary therapies for depression. Brain and Behavior,
665-674.
Kizilbash, A. H., Vanderploeg, R. D., & Curtiss, G. (2002). The effects of
depression and anxiety on memory performance. Archives of Clinical
Neurpsychology, 57-67.
Kolbe, T., & Strunk, K. O. (2012). Economic Incentives as a Strategy for
Responding to Teacher Staffing Problems: A Typology of Policies and
Practices. Education Administration Quarterly, 779-813.
Kuehner, C. (2016). Why is depression more common among women than among
men? The Lancet, 146-158.
Leedy, P. D., & Ormrod, J. E. (2013). Practical Research: Planning and Design,
10th Edition. Pearson.
Lerner, D., Adler, D. A., Rogers, W. H., Chang, H., Lapitsky, L., McLaughlin, T.,
& Reed, J. (2010). Work Performance of Employees With Depression:
The Impact of Work Stressors. American Journal of Health Promotion,
205-213.
Levine, D. (2017, May 2). Are Some Age Groups More Prone to Depression Than
Others? Retrieved from Patient Advice | US News:
https://health.usnews.com/health-care/patient-advice/articles/2017-05-
02/are-some-age-groups-more-prone-to-depression-than-others
Li, J., Riedel, N., Barrech, A., Herr, R., Aust, B., Mörtl, K., . . . Angerer, P.
(2017). Long-Term Effectiveness of a Stress Management Intervention at
Work: A 9-Year Follow-Up Study Based on a Randomized Wait-List
Controlled Trial in Male Managers. BioMed Research International.

Miller, E. J., & Chung, H. (2009). A Literature Review of Studies of Depression
and Treatment Outcomes Among U.S. College Students Since 1990.
Psychiatric Services, 1257-1260.
Mondal, P. (n.d.). Educational System: The Meaning, Aspects and Social
Functions of Education. Retrieved from Your Article Library:
http://www.yourarticlelibrary.com/education/educational-system-the-
meaning-aspects-and-social-functions-of-education/8582
National Alliance on Mental Illness. (2018). Mental Health Conditions. Retrieved
from NAMI: National Alliance on Mental Illness:
https://www.nami.org/Learn-More/Mental-Health-Conditions
National Institute of Mental Health. (2017, January). Men and Depression.
Retrieved from NIMH:
https://www.nimh.nih.gov/health/publications/men-and-
depression/index.shtml
National Institute of Mental Health. (2018, February). NIMH » Depression.
Retrieved from NIMH:
https://www.nimh.nih.gov/health/topics/depression/index.shtml
Qahtani, A. A., & Qahtani, A. N. (2017). Prevention of Depression: A Review of
Literature. Journal of Depression and Anxiety.
Robinson, O. C., Demetre, J. D., & Litman, J. A. (2016). Adult life stage and
crisis as predictors of curiosity and authenticity: Testing inferences from

Erikson’s lifespan theory. International Journal of Behavioral
Development, 426-431.
Schimelpfening, N. (2018, May 11). 7 Facts You Should Know About Depression.
Retrieved from Very Well Mind:
https://www.verywellmind.com/depression-facts-you-should-know-
1067617
Schoeman, R. (2018, April 25). 1 in 4 SA workers suffers from depression.
Retrieved from Health24:
https://www.health24.com/Medical/Depression/About-depression/1-in-4-
sa-workers-suffers-from-depression-20180425
Shelton, J. (2019, March 18). Depression Definition and DSM-5 Diagnostic
Criteria. Retrieved from IVAN GOLDBERG's PSYCOM.NET - Mental
Health Treatment Resource Since 1986:
https://www.psycom.net/depression-definition-dsm-5-diagnostic-criteria/
Simon, M., & White, J. (2016, February 4). Survey / Interview Validation Rubric
for an Expert Panel. Retrieved from Dissertation Recipes:
dissertationrecipes.com/wp-content/uploads/2011/04/Expert-Validation-
v3.pdf
Soria-Saucedo, R., Lopez-Ridaura, R., Lajous, M., & Wirtz, V. J. (2018). The
prevalence and correlates of severe depression in a cohort of Mexican.
Journal of Affective Disorders, 109-116.

Tapper, J. (2018, May 13). Burned out: why are so many teachers quitting or off
sick with stress? Retrieved from The Guardian:
https://www.theguardian.com/education/2018/may/13/teacher-burnout-
shortages-recruitment-problems-budget-cuts
Terada, Y. (2018, July 13). Burnout Isn't Inevitable | Edutopia. Retrieved October
13, 2018, from https://www.edutopia.org/article/burnout-isnt-inevitable
Teymoori, A., Jetten, J., & Wohl, M. (2016). Revisiting the measurement of
Anomie. Public Library of Science.
Tolentino, J. C., & Schmidt, S. L. (2018). DSM-5 Criteria and Depression
Severity: Implications for Clinical Practice. Frontiers in Psychiatry, 450.
U.S. Department of Health & Human Services. (2017, August 29). What Is
Mental Health? Retrieved from MentalHealth.Gov:
https://www.mentalhealth.gov/basics/what-is-mental-health
U.S. National Library of Medicine. (2018). Stress and your health: MedlinePlus
Medical Encyclopedia. Retrieved from MedlinePlus Medical
Encyclopedia: https://medlineplus.gov/ency/article/003211.htm
Vogt, W., Vogt, E. R., Gardner, D. C., & Haeffele, L. M. (2014). Selecting the
Right Analyses for Your Data: Quantitative, Qualitative, and Mixed
Methods. Guilford Publications.
World Health Organization. (2018). Stress at the workplace. Retrieved from
World Health Organization:
https://www.who.int/occupational_health/topics/stressatwp/en/
Zhao, R., & Cao, L. (2010). Social Change and Anomie: A Cross-National Study.
The University of North Carolina Press.
Zimmerman, M., Morgan, T. A., & Stanton, K. (2018). The severity of psychiatric
disorders. World Psychiatry, 258-275.

APPENDICES
INFORMED CONSENT FORM
I, ___________________________, agree to participate in the study entitled,

The Psychological and Emotional effects of the Limited Societal Roles on
Handicapped Individuals of Molino, Bacoor City, Cavite. This research is being
conducted by Grade 11 Section 10 students of the Special Health Sciences High School
in De La Salle Medical and Health Sciences Institute under the supervision of Ms. Irma
M. Peñalba.
The aim to this study is to primarily improve the quality of life specifically in the
psychological and emotional aspect of the handicapped individuals through the
approaches to be created in this research. It also aims to help them in regaining their
self-esteem and to have a more optimistic perspective with life. While participating in this
study, I will answer interview questions regarding the said topic. The researchers are
given permission and are granted access to the personal information I have provided.
Likewise, they will protect the confidentiality of my information, contact details and
identity. Moreover, the data gathered will be utilized for the second semester AY 2017-
2018 and for Research in Daily Life 101 subject purposes only.
I understand that my participation is voluntary, and I am not forced to participate

in this study. I also acknowledge the right to withdraw my participation in this study
without given any reason. I confirm that I have fully understood the concept of this study,
and I have been given the chance to ask questions regarding the topic. Another copy of
this signed informed consent has also been given to me.
Finally, should there be a need to contact the researchers, I can easily reach
them through their mobile numbers and email addresses stated below:
NAME MOBILE NUMBER EMAIL ADDRESS
Garay, Mary Elizabeth A. 09217129894 marygaray01@gmail.com

Guerra, Mari Anne Estefani G. 09363942117 guerramae0918@gmail.com
Igdanes, Jericho Daniel DV. 09208704896 jerichodigd@gmail.com
Umali, Irizh Chriztein M. 09567213690 umali.irizh@gmail.com
___________________________________ _________________
Signature over Printed Name Date
INTERVIEW TRANSCRIPTS
PILOT TESTING
PSYCHOLOGICAL
1. How different do you think your lifestyle is from that of a person without
a disability?
T: Sa iyong palagay, gaano kaiba ang pamumuhay ng isang handicapped
individual sa isang taong walang kapansanan?
Mock Respondent: “Mahirap. Para sa akin katulad ng
dati kong may hanapbuhay ngayon hindi ako makapag
hanapbuhay. Isa pa, yung buong katawan ko, yung kalahating
katawan ko ang timbang ay parang may bitbit na sakong bigas
yung kabila magaan. Tsaka isa pa, parang nakatali yung
kalahating katawan ko. Marami na rin akong kinatatakutan.
Nagkaroon na ako ng phobia, mga dapat bawal at kinakain ko.
Minsan iniisip ko pa kung maaari pa ba akong kumain nito. Noong
maistroke ako, naliligo lang ako biglang may bombang parang
kuryente tapos di na ako nakalakad.”
2. How do you think having a disability/condition changed the way you

interact with your family, friends, co-workers and others?
T: Sa iyong pananaw, paano naiba ng pagkakaroon ng isang kapansanan
ang pakikitungo mo sa iyong mga kapamilya, kaibigan, katrabaho at sa
iba pa?
Mock Respondent: “Sa kaibigan, halos hindi ko na sila
mapuntahan. Hindi na ako masyadong makapaglakad ng malayo.
Sagabal ito. Halos hindi mo na sila mapuntahan kung kalian
kailangan ka para sumalba sa kanila medyo hindi ko na kaya.
Mahirap ang may kapansanan ang laki ng diperensya

(difference).”
EMOTIONAL
3. Have there been any instances when you felt alienated or isolated in public
places? If any, would you mind citing some examples and how did you
feel?
T: Mayroon bang mga pagkakataon kung saan ikaw ay nakaranas ng
kakaibang pagtrato sa mga pampublikong lugar? Maaari ka bang
magbigay ng halimbawa? Ano ang iyong naramdaman?
Mock Respondent: “Nahihiya ako. Syempre dati matigas
tayo. Tapos nahihiya ako sa mga dati kong kilala na ganito na ako
tsaka isa pa nagmumukmok na lang ako dito sa bahay. Mga dati
kong gustong gawin hindi ko na magawa.”
Sa mga naramdaman po niyo sa mga yun, mayroon po bang

pagdiskriminasyon sa tulad niyo po? Parang mababa po ang tingin sa
inyo.
Mock Respondent: “Nakakahiya kaya lang syempre wala

akong magagawa kahit pilit kong ituwid ang lakad ko hindi ko
magagawa. Maliban sa mga kilala ko dati na ngangatyaw sa akin,
pinagsisisihan ko din lahat na para bang lahat ng bagay sa akin ay
parang wala ng katapusan.”
4. Have you experienced or heard any harsh words and/or comments from
people in the community? How did you feel?
T: Nakaranas ka na bang makarinig ng mga masasakit na salita o

kumento mula sa mga tao sa iyong paligid? Ano ang iyong naramdaman?
Mock Respondent: “Wala naman. Sa ngayon, wala pa
akong nararanasang ganoon kasi wala pa naman akong
tinatapakan na tao noon.”
SOCIETAL ROLES
5. Do you feel as if there are less options to choose from regarding career
paths? Why or why not?
T: Tingin mo ba mas kakaunti ang iyong mga mapagpipiliang mga
trabaho? Bakit o bakit hindi?
Mock Respondent: “Meron pero sa tingin ko yung mga
makakaya ko lang halimbawa magligpit ng kaunting gamit. Sa
hanapbuhay parang wala ng papatol. Kasi dati gumagawa ako ng
ipin eh parang wala ng magtitiwala. Kasi nagkaroon ng
diperensya sa mata ko, lalo nung naistroke ako wala ng
magtitiwalang dentista diba. Noong dati hindi pa ako naiistroke,
marami akong hawak na dentista kasi nagtitiwala at subok na.
Noong naistroke ako, nawala lahat ng iyon.”
6. Are you satisfied with the career options you have to choose from?
T: Kuntento ka ba sa mga mapagpipilian mong mga trabaho? Bakit o
bakit hindi?
Mock Respondent: “Pwede kung kaya ko syempre
gagawin ko yun. Kapag pwede akong kumita gagawin ko yun para
kumita ako kasi umaasa na lang ako kung may magbibigay o wala.
Isa pa, pagkaya ko talaga pagsisikapan ko para malibang din ako
kasi nagmumukmok na lang ako.”
GENERAL
7. Do you think the government provides enough benefits for the

handicapped? Why or why not?
T: Sa iyong palagay, sapat ba ang mga benepisyong binibigay ng
gobyerno para sa mga may kapansanan? Bakit o bakit hindi?
Mock Respondent: “Dito sa Pilipinas parang hindi, anak.

Sa ibang bansa talaga okay. Pero dito sa atin malabo. Pili lang
dito.”
8. What changes do you think should be made regarding the way people treat
or look at handicapped individuals?
T: Anong mga pagbabago ang nais mong makita sa pagtrato o pagtingin
sa mga taong may kapansanan?
Mock Respondent: “Dapat pare-parehas. Bigyan ng
pagkakataon ng gobyerno na tulungan, para sa mga nastroke
libreng therapy, libreng gamot at libreng edukasyon. Sa ibang
bansa, libre lalo na ang may mga kapansanan at may edad. Dito
lang naman sa atin lahat may bayad. Kaya mahirap dito, kung
wala ka, wala kang kilala, walang tutulong sa iyo at tsaka wala
kang anak na nagmamahal sa iyo maaaring mahirap ang buhay
dito sa Pilipinas.”
INTERVIEW # 1
PSYCHOLOGICAL
a disability?

Respondent A: “Syempre, nawala yung tropa mo, barkada mo. Wala

lang, malungkot lang.”


iba pa?
Respondent A: “Lahat naman sila mabuti, ganun pa din parang

sa barangay. Lagi naman akong inaalagaan eh.”
EMOTIONAL
feel?

Respondent A: “Ganun pa rin, wala naman, lagi naman nila ako

inaalagaan eh.”

Respondent A: “Syempre, sinasabi lang nila ay magpalakas,

kumain ng maigi at matulog. Kaya lang, sa pagtulog mahirap.
Kailangan ko gumamit ng gamot.”
SOCIETAL ROLES

Respondent A: N/A

bakit hindi?
Respondent A: N/A
GENERAL
Respondent A: “Yung office namin ganun, kulang pa yun.

Konting palakas loob. Basta nakakatawa ka, nawawala yung stress.”

Respondent A: “Dapat pantay pantay lang ang pagtingin sa mga

ito.”
INTERVIEW # 2
PSYCHOLOGICAL
a disability?

Respondent B: “Okay lang. Kaya lang, syempre pag matanda ka

na, medyo hirap na ang tingin mo kaysa nung bata ka pa, maliksi ka pa.”


iba pa?
Respondent B: “Okay lang, parehas lang ng dati. Kasi ako, di

naman ako nakakasama ng matagal ng anak ko kasi nagtatrabaho ako eh.
Kailan lang ako nag retiro.”
EMOTIONAL
feel?

Respondent B: “Wala naman, di naman kasi ako lumalabas ng

bahay eh, di naman ako umaalis. Nandito lang ako simula nung nag retiro
ako kaya wala akong masasabi.”

Respondent B: N/A
SOCIETAL ROLES

Respondent B: “‘Di ko na kasi kaya eh. Sa totoo lang kasi,

mahina na mata ko. Pero nong nagtatrabaho pa ako, nagkaroon ako ng
pension. Kaya may naasahan ako at meron akong SSS kaya satisfied
naman ako. ‘Yun nga lang, malabo na ang mata ko kasi 67 na ako.
Matanda na.”

bakit hindi?
Respondent B: N/A
GENERAL
Respondent B: “Sa akin, okay lang kasi kumpleto kasi ako ng

benefits eh. Tapos yung employer ko updated naman sila at ‘di sila
nagkulang. Kaya lahat ng benefits ng gobyerno, nakuha ko. Pwedeng
employer din kasi nakuha pa ginugulangan yung empleyado niya.
Kinakaltas sa’kin 360 kaya binabayaran ako tatlong beses, kaya satisfied
ako sa pamamalakad office. Wala na, may PhilHealth ako, may pensyon
ako, lahat meron ako. May PAG-IBIG ako.”

Respondent B: N/A
INTERVIEW # 3
PSYCHOLOGICAL
a disability?
Respondent C: N/A

iba pa?
Respondent C: “Wala na akong trabaho nun. Tambay na ako sa

bahay. Tinanggal kami nun. Nagkasakit lang ako nung tinanggal kami.
Sunod-sunod na. ‘Yung asawa ko lang (supportive).‘Yung iba naming
kamag-anak, wala.”
EMOTIONAL
feel?

Respondent C: N/A
Respondent C: “Wala naman. Dito lang din ako sa loob. Di na

ako nakikipag-kuan sa labas.”
SOCIETAL ROLES
Respondent C: “Okay lang, kung makakpagtrabaho pa. Kaso ang

kuan ng doctor, di na pwede magbuhat dahil sa bypass. Di na pwede
magbuhat. Ang trabaho ko na lang, nagluluto. Naghuhugas ng plato. ‘Yun
na lang, nakaupo ako sa upuan na may gulong. Pero yung mga
pagbubuhat ng tubig, wala na.”
bakit hindi?
Respondent C: N/A
GENERAL

Respondent C: “Kulang. Sa gamut lang, kulang na eh. Kakain ka

pa. Pambili pa ng gamot, kung kekwentahin mo, kulang. Kasi sa dami ng
gamot, na maintenance.”
Respondent C: “Pahirapan kasi kumuha ng suporta (sa

gobyerno). Ang problema, pag di ka kakilala sa center. Pag kakilala ka,
sobra-sobra nakukuha mo. Katulad ko, may kakilala ako. Pero pag dito ka
kukuha sa center, bibigay sayo isang piraso. Ganyan ang kuan ng
gobyerno natin. Lalo na sa center, sa gamut. Magkano lang naman gamut
na binibigay nila. Ganyan ang gobyerno.”
INTERVIEW # 4
PSYCHOLOGICAL
a disability?
Respondent D: N/A

iba pa?
Respondent D: “Oo (naging supportive), kasi ‘di nila ako

kinahiya na ganito.”
- Kamusta naman po yung sa mga kapit bahay niyo po, sa komunidad po?
Respondent D: “Okay naman, kasi taga rito kami eh.”
EMOTIONAL
feel?
Respondent D: N/A

Respondent D: “Hindi, hindi ako naa-ano sa mga ganyan. Sanay
na ako, kasi nag-aral din ako dati eh. Sanay na ako, kasi sinanay ako ng
nanay ko dati.”
SOCIETAL ROLES
bakit hindi?
* Questions were modified
- Nagtrabaho na po ba kayo na ganyan ang kalagayan niyo?

Respondent D: “Oo, sa barangay.”
- Kamusta naman po?
Respondent D: “Ayos lang, sanayan lang naman eh.”
- Naging satisfied po ba kayo sa ginagawa niyo? Nage-enjoy naman po
kayo?
Respondent D: “Oo, kaysa nakakulong ako dito.”
GENERAL
- Sa Government po ba, satisfied kayo sa benepisyo na binibigay?
Respondent D: “Oo, pero minsan kasi taon-taon lang ako
binibigyan, hindi yung buwan-buwan.”
Respondent D: “Ano siguro, yung sa barangay kasi parang

walang kwenta eh. Syempre para silang propaganda lang eh. Dapat
baguhin nila yung mga libangan ng kabataan, syempre may mga court,
ganon lang.”
- In general po sa mga pwd, ano pa po sa tingin niyo ang pwedeng

baguhin or dagdagan ng gobyerno?
Respondent D: “Sa pangangailangan namin, dapat dagdagan pa
nila. Syempre nagtatrabaho ako sa barangay, eh taun-taon lang hindi
naman buwan-buwan, syempre may anak din ako. Kailangan dagdagan
nila.”
INTERVIEW # 5
PSYCHOLOGICAL
a disability?
Respondent E: “Wala akong tinitingnan, sila pa yung

tinutulungan ko.”
T: Sa pananaw mo, paano nakabago ang pagkakaroon ng kapansanan sa
iyong paghahalubilo?
Respondent E: “Okay lang ako. Silent lang ako. Sila pa nga

tutulungan ko. Sa mga kaibigan ko naman since nga na-stroke na ako,
hindi na ako makalakad. Sila naman yung pumupunta dito, mayroong
magdadala ng gulay.”
EMOTIONAL
feel?

Respondent E: “Hindi naman na ako gaanong lumalabas kaya

hindi ako nakakaranas nung sa publiko.”
Respondent E: “Wala naman ako masasabi tungkol diyan, kasi

ordinaryong tao lang naman ako. Minsan pa nga sila pa yung
nagtatanong na “Oh nandiyan ba si lola?” tapos ayon pupunta lang sila
dito.”
SOCIETAL ROLES
Respondent E: “Kakaunti lamang. Hindi kagaya sa America, may

kapansanan parin yung tao (sa America) pero may trabaho parin sila.
Nasusustentohan sila (handicapped people) ng gobyerno.”
bakit hindi?
Respondent E: N/A
GENERAL
Respondent E: “Hindi. Sila-sila narin ang nagsusustento para sa

sarili nila. Sila na rin ang bumibili para sa ikabubuhay nila. Hindi sapat
ang ibinibigay ng gobyerno sa mga may kapansanan katulad ko.”
Respondent E: “Hindi ko naman ikinukumpara ang pagtrato sa

ibang bansa kaysa dito sa Pilipinas. Dapat pantay-patay lang sana ang
pagtingin sa mga tao, regardless kung may kapansanan o wala.”
INTERVIEW # 6
PSYCHOLOGICAL
a disability?
Respondent F: “Malaki. Psychologically is walang isip.”

T: Sa pananaw mo, paano nakabago ang pagkakaroon ng kapansanan sa
iyong paghahalubilo?
Respondent F: “May time na mainit ang ulo mo or sensitive. (sa

friends) okay lang naman. (work) ok lang din; yun nga lang medyo
nabawasan ang output kasi sa kapansanan.”
EMOTIONAL
feel?
Respondent F: “Binibigyan ka ng privilege.”
Respondent F: “Wala naman.”
SOCIETAL ROLES
Respondent F: “Oo. Kasi may kakulangan.”
bakit hindi?
Respondent F: “Sa wala nang pagpipilian.”

GENERAL

Respondent F: “Oo, sapat naman yung binibigay. Okay lang

naman.”
Respondent F: “Pantay-pantay na pagtingin lang.”

INTERVIEW # 7
PSYCHOLOGICAL
a disability?
Respondent G: “Malaking pagkakaiba. Noong dati na wala

akong kapansanan, nakakagala ako ng Soldiers ngayon hindi na. Kasi ‘di
na ako makalabas ng bahay.”

iba pa?
Respondent G: “May pagkakaiba rin kasi dati nung wala pa
akong kapansanan mas madali ko silang mautusan. Ngayon,
makiki-usap ka pa. Ganoon din sa mga kaibigan.”
EMOTIONAL
feel?

Respondent G: “Mayroon. Noong nagtatrabaho pa ako sa

Treasury doon sa Imus, dati noong hindi pa ako nai-stroke, okay lang
pakikisama sa akin pero ngayon parang binubully na ako.”
Respondent G: “Noong naka-away ko yung isa kong ka-

officemate kasi nakikialam sa buhay ko. Nag-away kami ng sa salita hindi
physical.”
SOCIETAL ROLES
Respondent G: “Oo naman. Katulad ko ngayon na lumabo ang

mata tapos nai-stroke pa, yung anak ko kasama ko na sa office tapos
ngayon tinuturuan ko na lang siya.”

bakit hindi?
Respondent G: “Oo naman. Kuntento na ako sa trabaho ko

ngayon.”
GENERAL

Respondent G: “Sapat naman. Binibigyan ako ng sapat as a pwd.

May discount ako sa gamot, sa pagkain sa mga McDonald’s, Jollibee.
Papakita ko lang ang card ko.”
Respondent G: “Dapat pantay na pagtingin at pagtrato lang.”

The Psychological and Emotional Effects of The Limited Societal Roles of Persons With Disabilities in Molino, Bacoor City, Cavite (2018) PDF

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

The Psychological and Emotional Effects of The Limited Societal Roles of Persons With Disabilities in Molino, Bacoor City, Cavite (2018) PDF

Încărcat de

Drepturi de autor:

Formate disponibile

De La Salle Medical and Health Sciences Institute i

SPECIAL HEALTH SCIENCES SENIOR HIGH SCHOOL

THE PSYCHOLOGICAL AND EMOTIONAL EFFECTS

In Partial Fulfilment of the Requirements in

MARY ELIZABETH A. GARAY

This phenomenological study of persons with disabilities (PWDs) in

Key Terms: disabled, persons with disability, invalidation, alienation, gathering

Ms. Irma M. Peñalba.

these esteemed persons.

contribution to this study is truly valuable.

who remained supportive all throughout the duration of the study.

Lastly, we would like to acknowledge the PWDs. We admire their

To God be the glory.

Background of the Study 1

Disability and PWDs 2

Disability and daily living 2

Psychological and emotional well-being 3

Statement of the Problem 5

Significance of the Study 6

Scope and Limitations of the Study 8

Population and Sampling 13

Respondents of the Study 13

Data Gathering Procedure 15

CHAPTER 3 RESULTS AND DISCUSSION

A. Informed Consent Form 36

Table 1. Changes before and after being disabled 17

Table 2. Effects, Theme, and Coding 18

Table 3. Emotional Effects 19

Table 4. Satisfaction with societal roles 21

Table 5. Satisfaction with government benefits 22

Table 6 Suggestions to government programs concerning PWDs 23

1.1 Background of the Study

The well-known phenomena of the limitations among persons with

various psychological and emotional effects of a specific disability on a person.

limitations stemming from their condition. Thus, society’s misconceptions of the

community have also been a prominent issue within society.

biases (Smith, 2016).

Further studying disability and those experiencing such offers greater

understanding of chronic illness and the resulting economic and social

1.2 Disability and PWDs

Persons with disabilities (PWDs) are individuals who have long-term

is defined as an umbrella term covering impairments, activity limitations, and

participation restrictions (World Health Organization, 2011).

Moreover, about 16 per thousand of the Philippine population had

disability (Philippine Statistics Authority, 2010).

1.3 Disability and daily living

Growing up with a disability is a form of life. Depending on the severity

life form, it is necessary to acknowledge that "disability" is a social and cultural

disabilities (Oliver, 2007). Amputated PWDs not only experience an alteration in

body structure, but a great impact on many activities, participation in activities

and quality of life (Burger & Marinček, 2009).

1.4 Psychological and emotional well-being

Having a disability has a negative impact on the psychological wellbeing

and general happiness of a person (Lewis & Stenfert‐Kroese, 2010). There is an

interactive association between having a disability and poor psychological

wellbeing (Basson, Rees, Wang, Montejo, & Incrocci, 2010).

In addition to having to cope with physical limitations and its impact on

presence of devaluation and degradation in family, relationships, work and to the

workplace, community and so on to be treated and to function normally without

justice personnel with regards to interacting with these individuals.

The psychological and emotional state of a PWD are always intertwined

depression, regression, blame and much more self-conflicts.